This course is designed for students interested in furthering their education in a technical college or university setting after graduating high school. The Marine Science curriculum is formatted to promote an awareness of coastal and marine systems. This includes the physical and chemical properties, living systems and interrelationships. This course provides opportunities for student participation in experimentation, dissection, and decision making. Students will be earning one Carnegie unit as an additional lab science credit for this course provided that Biology and Chemistry have been successfully completed prior to entering the Marine Science course. The National Ocean Literacy standards or essential principals are implemented in this course.

II. Instructional Philosophy:

Throughout the class period, the student’s success in production and in self are regarded highly. Learning activities include cooperative learning, student seat work, project-based learning, teacher-led instruction, and field study exercises with both student-choice and teacher-choice grouping. All students will participate in all activities and any lab exercises. Optimal teaming will be considered according to individual student strengths and weaknesses. Technology will be used when applicable to increase student achievement for weekly current events, presentations, and research essays. The classroom is arranged for seat work and lecture as well as lab tables for group work and projects. Ninety minute classes are structured to allow students to experience an effective mix of activities to hold students’ interest. Inquiry-based learning and critical thinking are priorities daily through discussion and reflective journaling. Individual work task are expected. Demonstrations/modeling will provide group discussion leads. Videos will enhance visual learner opportunities. Internet and Web quest usage will allow for immediate research. Real world application is a daily objective. Multiple Intelligences are addressed via individual project presentations. All three modalities of learning are incorporated into the lessons daily through demos/power points, hands-on activities, and discussions. Positive relationships are set up between teacher, student, and parent through professional communication.

III. Course Goals/Power Standards:

The Ocean Literacy Standards are the focus for this course which include:

7 Essential Principals

1. The Earth has one big ocean with many features.

2. The ocean and life in the ocean shape the features of the Earth.

3. The ocean is a major influence on weather and climate.

4. The ocean makes the Earth habitable.

5. The ocean supports a great diversity of life and ecosystems.

6. The ocean and humans are inextricably interconnected.

7. The ocean is largely unexplored.

Marine Science is organized into four main parts.

A. Unit 1: Principles of Marine Science: The first section introduces students to marine biology and related fields of

This course is designed for students interested in furthering their education in a university setting after graduating high school. The Marine Science curriculum is formatted to promote an awareness of coastal and marine systems. This includes the physical and chemical properties, living systems, and interrelationships with human impact on the sea as a focus. This course provides opportunities for student participation in researchon topics such as: overfishing, endangered species, legislation, environmental management of shorelines, etc., experimentation, dissection, field studies, and problem solving with decision making. Students will be earning one honors Carnegie unit as an additional lab science credit for this course. The National Ocean Literacy standards or essential principals are implemented in this course.

II. Instructional Philosophy:

Learning activities include cooperative learning, student seat work, project-based learning, teacher-lead instruction, and field study exercises with both student-choice and teacher-choice grouping. All students will participate in all activities and any lab exercises. Optimal teaming will be considered according to individual student strengths and weaknesses. Technology will be used when applicable to increase student achievement for weekly current events, presentations, and research essays. The classroom is arranged for seat work and lecture as well as lab tables for group work and projects. Ninety minute classes are structured to allow students to experience an effective mix of activities to hold students’ interest. Inquiry-based learning and critical thinking are priorities daily through discussion and reflective journaling. Individual work task are expected. Demonstrations/modeling will provide group discussion leads. Videos will enhance visual learner opportunities. Internet and Web quest usage will allow for immediate research. Real world application is a daily objective. Multiple Intelligences are addressed via individual project presentations. All three modalities of learning are incorporated into the lessons daily through demos/power points, hands-on activities, and discussions. Positive relationships are set up between teacher, student, and parent through professional communication.

III. Course Goals/Power Standards:

The Ocean Literacy Standards are the focus for this course which include:

7 Essential Principals

1. The Earth has one big ocean with many features.

2. The ocean and life in the ocean shape the features of the Earth.

3. The ocean is a major influence on weather and climate.

4. The ocean makes the Earth habitable.

5. The ocean supports a great diversity of life and ecosystems.

6. The ocean and humans are inextricably interconnected.

7. The ocean is largely unexplored.

Marine Science is organized into four main parts.

A. Unit 1: Principles of Marine Science: The first section introduces students to marine biology and related fields of

·Weekly current events using National Geographic, Discover, Smithsonian, and internet

VI11. Course Pacing Guide

The course-pacing guide is arranged for a 4x4 block schedule with a 90 minute class

Unit 1

Principles of Marine Science

4.5 weeks

Aug-Sept/Jan-Feb

Unit 2

Chemical and Physical Features of the World Oceans

4.5 weeks

Oct/March

Unit 3

Life in the Marine Environment

4.5 weeks

Nov/ April-May

Unit 4

The Ocean and Human Affairs

4.5 weeks

Dec – Jan/May-June

Marine Science Honors Research Paper/Project

Due Monday April 28, 2014 (NO LATES ACCEPTED!) We will work in the classroom for 1 day on the project only. (Thursday January 30) The remaining time is on your on time away from school. There will be periodic turn in portions. Do not procrastinate!

Written portion

Select a current issue pertaining to the ocean and/or that within it. Type your paper in Arial font and 14 point. Your name and date and title will be the footer and header. You will need 3-5 sources noted on a separate page attached to your paper.

Paragraph 1: due Thursday Jan. 30, 2014

·Opening general statement in reference to your topic

·Brief explanation on why this topic is important to study

·Detailed statement of your investigation

Paragraphs 2-6:

·2. Explain in details what research you are reporting on

·3. Provide the background on the scientists (You will email the scientist

and visit their website. Most scientists are very busy and will not respond to

an email from students and will refer you to their website. Print out the email showing proof that you

sent it for a daily grade.) Due: Friday Feb. 7, 2014

·4. Provide real time data from scientists’ research

·5. Explain why you are interested in this topic

·6. Explain how you/others might help to increase awareness of this research and

the need for awareness and explain how humans are helping /hurting in this endeavor.

Paragraph 7:

·Summarize your findings

·Provide your opinion about the research

·Provide a single general statement in reference to the oceanic project

Class Presentation

You will have 3-5 minutes to convey your findings of the project to the class in a knowledgeable fashion and be prepared to answer questions. You will need to produce a visual teaching tool to aid you in your explanation. You may use a PowerPoint for pictures/ diagrams/video clips (no longer than 2 min.), but you must not type words to be read while you are presenting. You will also need an interactive tool which will involve every student in your lesson.

Rubric: This project will count 2 major test grades: one for the paper and presentation and the second from a test on all presentations.